Tutorial software, by definition, fulfills the purpose of presenting information or modeling skills. Tutorials guide the learner through the initial use of this information and or use of the modeled skills (Alessi & Trollip, 2001). Tutorials have clear objectives in what they are conveying to the learner, typically following a clear structure in a sequence or cycle. Most tutorials feature an introductory section, then presents the information, before engaging the learner in a question and response phase. Tutorials often evaluate the learner by judging their response, offering feedback and assessing whether or not the learner requires remediation. The mastery demonstrated by the learner dictates whether or not they close the program or repeat treatment. This rigid sequence allows for predictability regarding the measurable outcomes for the learner; mastery of the delivered content is dependent on the learner's progress, and the user can move back and forth within the program until they are ready to close.
This simple design allows for developers to create programs that expand on the tutorial's structure, allowing educators to have a tool that can be customized to a variety of content. Tutorial software can be developed for all kinds of learners, so long as the tutorial serves a particular purpose and keeps its goals visible to its user. Tutorials must be deliberate as they can allow access to many kinds of distance education learners. From teaching social skills to adolescent students to delivering professional degree curriculum, tutorials can be a powerful tool for the educator (Sanchez, Bartel, Brown, & DeRosier, 2014; Walters, Bolich, Duffy, Quinn, Walsh, & Connolly, 2015). Tutorials are highly customizable in that developers can create smarter programs that follow the structure of typical tutorials, but present the information in a game format or have adaptive capabilities which feature more complex AI which can provide more personalized feedback to the user after the tutorial judgment phase. These advanced tutorial programs are usually presented as more of an intelligent tutoring system which is especially useful for remediating students in collegiate level courses (Wang, Han, Zhan, Xu, Liu & Guangjie Ren, 2015). Researchers suggest, however, that tutorials are not to be the sole delivery system of information for a learner as tutorials are not suitable for extended practice or assessment of learning (Alessi & Trollip, 2001).
This wiki examines three themes found in reviewing the literature that investigates tutorials: its design and development, its benefits, and its best practices. Educators looking to add tutorials to their toolbox should take a closer look at their development and design to ascertain their effectiveness in a given situation. Tutorials, after all, must serve a specific purpose and may not always be appropriate. However, tutorials are available in a variety of ways and are continually improving; by investigating their development and evolution, educators can then start to see where they may be most appropriate. There are several benefits to using tutorials, and as stated before, these benefits can reach a variety of audiences. All in all, it is important to consider what practices are most impactful to producing these benefits for the learner.
II. Theme One: Tutorial Development and Design
One of the themes that became apparent in the literature review was the process for developing and designing a tutorial software for it to be effective. The author of the program will have to research the audience, the purpose for the tutorial software, learning styles and approach to use in order for the content to be taught. Once the development phase has been researched, the author needs to design the tutorial by incorporating hypermedia and modules. Therefore the following theme will discuss the structure to follow when developing tutorials and the two design principles to implement in a tutorial software.
A. Development of Tutorials
Before developing a tutorial software, the author of the program needs to do an extensive research on the audience and the purpose for the creation of the program. Walters et al. (2015) conducted a study to determine how to develop a tutorial software for second year nursing students from the University College Dublin (UCD). Once they determined their audience, second-year nursing students, Walters et al. (2015) had to investigate the purpose for the creation of the tutorial. They conducted various interviews with UCD second year students, the Academic Coordinator of the Nursing Program, UCD Library staff, and the Health Sciences Librarian (Walters et al., 2015, p. 5). Walters et al. (2015) study results showed that students needed help with writing skills and conducting research online (pp. 4-7). Overall, the first step to developing a software program is to do an extensive research that will help the author understand their audience and the purpose for the creation of the tutorial, in order to focus on the areas of improvement.
Once the audience and purpose have been identified, the author needs to determine the learning style and approach one is to use in the tutorial software in order for content to be taught and learning to be effective. Rapchak (2017) conducted a study that evaluated the development and design of tutorials created for instruction in libraries. She determined that in a tutorial software “understanding how people learn is the first step toward creating effective learning” (Rapchak, 2017, p.3). The author of the program needs to take into consideration that not everyone is able to learn the same. According to Nagra and Coiffe (2010), effective online tutorial softwares reach different populations such as visual learners, non-verbal learners, auditory learners, and kinesthetic learners (pp. 4-5). Therefore, if one is to create a tutorial software, different instructional methods need to be used to fit the needs of all learners. As for learning approach, Rapchak (2010) and Walters et al. (2015) discussed that the ideal learning approach to take when developing a tutorial software is to create a software that allows for students to think critically and apply their new knowledge on scenarios to practice. An example was seen in Walters et al. (2015) study which made nursing students apply their knowledge on fictitious patients. It is apparent in the research that learning styles and learning approach need to be developed to make content beneficial and understanding to all students.
B. Design of Tutorials
Once the audience, purpose, and learning approach has been researched, the author of the program needs to start designing the tutorial software. In order for a tutorial software to be effective there are two design elements that the author needs to take into consideration. One is to develop a tutorial software that has hypermedia such as text, images, sound, video clips in order to get to all learners. According to Rapchak (2017) “more learning occurs when both pictures and words are used for instruction (p.3). Using pictures and words will allow for various learners to understand and retain the information, especially those who are visual learners. Besides images, audio elements are very important in a tutorial software to assist those students who are auditory learners. Walters et al. (2015) decided to incorporate audio elements in the tutorial software, when it came to their attention that the old software program was not helping those particular students (pp. 14-16). Rapchak (2017) also believes that audio is necessary in a tutorial software since learners are able to process and understand the content more effectively when both audio and visuals are present (p.5). But, audio should be limited, because it can become ineffective if the content and the audio offer the same information. Hypermedia can assist with making the content accessible to all learners.
The next step is to develop a tutorial where students are able to practice the skills/knowledge they have learned from the tutorial software. Brill and Park (2011) evaluated the effectiveness of PBJ online technology training tutorials for faculty, staff and students (p.1). Results from archival data and surveys concluded that students found the online tutorials effective because they were able to practice their understanding with scenarios provided (p. 11). One participant explained, “the element of practice is especially well done, it has abundant and varied opportunities” (Brill & Park, 2011, p.11). The same results were seen in an Organic Chemistry online tutorial study conducted by Sullivan and Hargaden (2014). The researchers (O’Sullivan & Hargaden, 2014) wanted to create a tutorial software where students would be able to practice problem solving skills by drawing chemical structures instead of only practicing those structures in class. Therefore, with the help of MarvinSketch and SMILES algorithm, students were able to practice various skills that allowed them to create their own structure and get feedback of their response at the same time. The survey results from the pharmacy students concluded that “93% either agreed or strongly agreed that it was a beneficial learning experience…Additionally, 84% agreed that the above approach was a useful revision tool” (O’Sullivan & Hargaden, 2014, pp.3-4). Providing the audience with examples to practice, would be very beneficial towards their learning.
III. Theme Two: Benefits
When deciding to use any particular tool to help students learn, a teacher must always ask themselves whether or not that tool is worth using. This stems to any particular piece of technology, regardless if it is hardware or software. There are many ways to evaluate the benefits of technology, and here one may discover the benefits behind the use of tutorial programs in particular. These include pacing, practice, reaching different audiences and an overall increase in student achievement across all age levels.
A. Pacing and Practice
Information presented in tutorial programs are meant to engage students based on the specific needs of a course. There is no limit to how many topics tutorials can cover, but they do follow one main trend, accessibility. The way this functions are based upon the individual designs each tutorial has, but they do keep a general rule in place to assist learners; pacing and practice needs to meet the demands of user. Burrmann and Moore (2013) discuss how important it is for individual students to choose when to move on in their use of the tutorials. “This enables students to work through extra problems if they feel the need to strengthen an understanding of a concept or to avoid these extra problems if the students feel that they have a thorough comprehension of a particular topic” (Burrmann & Moore, 2013, p. 1623). Burrmann and Moore (2013) recognize that individual students will be able to grasp certain portions of content quicker than others, and need to be provided the ability to move on. Conversely, if a student is having more difficulty with a topic, or wants to make sure they understand what they learned, they can practice content until they fully understand what they are learning. Rapchak (2017) explores this thought as well, concluding that students that are more knowledgeable with particular content may be negatively impacted by over exposure to information, as it slows their learning down. It is necessary for learners to move at their own pace, and practice concepts just enough to where they are comfortable to move on individually.
B. Audience
Every classroom has a unique set of learners, such as students with special needs or struggling, underperforming learners. Tutorials have the ability to reach all students and engage them in a personal setting. Meyen and Greer (2010) set out to discover just how this can affect special needs learners. They focused on the application of Blending Assessment with Instruction Program (BAIP) model, which used online tutorials as a tool to assist in instruction in classes that taught subjects such as mathematics (Meyen & Greer, 2010). The use of tutorials assisted teachers using this model in rapidly identifying students that were struggling. “The tutorial system provides teachers with an easy way to gauge student understanding of mathematics knowledge and skills. (Meyen & Greer, 2010, p. 54)” In addition, this helped teachers collect data to drive instruction (Meyen & Greer, 2010). The information gained from this two year study showed the potential of the BAIP model, and the tools used with it, such as tutorials, in assisting special education teaching. While Meyen and Greer (2010) discuss how they will continue their research, they do specify that it takes more than just a teacher or one specific resource to help teach. Together, they can greatly enhance the learning of all students (Meyen & Greer, 2010).
C. Achievement
The ability for tutorials to help different students interact with content at their own pace appears to be a great benefit, it can also be seen as an inefficient use of resources if they are not learning. Teachers evaluate the learning of their students through various assessments. Data indicates that students that have had their learning supported through the use of tutorials have shown an increase in achievement. Kara and Yesilyurt (2008) conducted research to specifically identify if this was the case. They observed three 9th grade biology classrooms, one with traditional teaching strategies, one with edutainment software and one with tutorials. Pre and post assessments were given to all students. Their findings showed that the class that used tutorials had higher scores than the two that did not (Kara & Yesilyurt, 2008). Another study conducted by Stonebraker, Robertshaw and Moss (2016) have similar findings. They used two undergraduate classes, one that watched a video tutorial and one that used an online interactive tutorial, to determine which methods was more effective at helping students learn. When quizzed after using either watching the video or using the interactive tutorial, those who had used the interactive resource scored higher than those who did not (Stonebraker et al, 2016). This indicates that the more interactive a tutorial is, the greater achievement benefits there are for learners.
IV. Theme Three: Best Practices in Implementing Tutorials
The benefits to tutorials in the classroom are numerous. Using tutorials can enhance the standard classroom experience and help to improve knowledge retention and recall (Pappas, 2017). When implemented effectively, tutorials have the ability to reach all learners, such as those with disabilities (Meyen & Greer, 2010). It is important, however to ensure tutorials are used not to replace the teacher, but as a tool to enhance and supplement instruction.
A. Using 21st Century Practices to Reach Different Learning Styles
More and more, technology is implemented in constructivist learning environments, and will allow learners to construct their own meaning through interactions with meaningful activities (Bollinger & Supanakorn, 2011). Tutorials that employ active learning, whether it be through online quizzes, review questions, or activities that provide opportunities for learner engagement, support this style of learning (Dewald, 1999). In addition to allowing the learner to be self-directed, effective online tutorials reach many learners and many learning styles (Bollinger & Supanakorn, 2011). Using headphones and viewing the videos on one’s own device allows for virtual one-on-one instruction, which puts the user in control (Hopper, 2016). For visual learners, tutorials offer a way for the user to view lessons at their own pace. They can either slow down or speed up topics depending on their comfort with the current subject matter. (Herman, 2014). For the hands on learner, tutorials offer a way for a student to reinforce learning by interacting with technology as an alternative to sitting and listening to a traditional lecture.
B. Flipped Classrooms
21st century learning styles have changed with the widespread use of technology, especially amongst Millennials. Millennials are described as those who were born between 1982 and 2002. Also known as “digital natives”, these individuals, according to Roehl, Reddy, and Shannon (2013), have a learning style that has a “preference for environments that support multitasking, and gravitation toward group activity and appreciation of the social aspects of learning” (p.45). The flipped model classroom is conducive to this style. For example, if an online tutorial is accessible anywhere with internet access it can be implemented in various locations outside of school. Class time previously used for instruction, can now be spent on group collaboration, or one on one assistance by the instructor. In addition, tutorials can be assigned for homework, or to allow students extra practice and review before a test (Hopper, 2016). Tutorial features such as pause and rewind also assist the learner in reviewing information, especially if a task or activity requires step by step procedures (Hopper, 2016). Such convenience gives the learner the opportunity to manage his or her learning at a pace that is optimal, and permits active learning and interaction with peers in the classroom (Roehl, et al, 2013).
V. Resources/ Links
1) Flipped Classrooms Guide This website is helpful to educators because it gives examples of different types of flipped classrooms as well as benefits, tools, and additional resources.
2) TenMarks This website is a math resource where students complete teacher designated standards based assignments. The website offers hints and tutorials for students who are struggling and assigns "amplifier" assignments for students who scored low on an assignment and need reteaching. Scores are relayed to the teacher through the teacher interface.
3) Khan Academy This website allows students to watch standards based math video tutorials and practice what they have been learning.
4) Learn Zillion https://learnzillion.com/landing This website is great for elementary students. It allows students to watch kid-friendly tutorials in Math and Language Arts(added by Dandrea Safford)
5) Imagine Learning http://www.imaginelearning.com/This website is a great English Language Arts drill and practice that is kid-friendly. Students are engaged in watching lessons and then completing reading comprehension and vocabulary drills to help improve literacy.(added by Dandrea Safford)
6) Lynda.com https://www.lynda.com/Educational-Technology-training-tutorials/1794-0.html This website provide teachers to learn what educational technology has to offer. (added by June Choi)
7) Duolingo.com This language learning platform includes a language learning website and app to give learners to access to a private tutoring experience. (added by June Choi)
VI. References
Alessi, S. M., & Trollip, S. R. (2001). Multimedia for learning: methods and development. Boston: Allyn and Bacon.
Bollinger, D., & Supanakorn, S. (2011). Learning styles and student perceptions of the use of interactive online tutorials. British Journal of Educational Technology, 42(3), 470-481
Brill, J., & Park, Y. (2011). Evaluating Online Tutorials for University Faculty, Staff, and Students: The Contribution of Just-in-Time Online Resources to Learning and Performance. International Journal On E-Learning, 10(1), 5-26.
Dewald, N. (1999). Transporting good library instruction practices into the web environment: An analysis of online tutorials. Journal of Academic Librarianship, 25(1), 26-31.
Hopper, J. (2016). Digitizing the easel: Student perspectives on tutorial videos in the art classroom. Art Education 69(4), 23-28 Kara, Y., & Yesilyurt, S. (2008). Comparing the Impacts of Tutorial and Edutainment Software Programs on Students' Achievements, Misconceptions, and Attitudes towards Biology. Journal Of Science Education And Technology, 17(1), 32-41.
Lang, Guido (2016). The Relative Efficacy of Video and Text Tutorials in Online Computing Education. (n.d.). Retrieved from http://isedj.org/2016-14/n5/ISEDJv14n5p33.pdf (Added Resource by June Choi)
Meyen, E. L., & Greer, D. L. (2010). Applying Technology to Enhance STEM Achievement for Students with Disabilities: The Blending Assessment with Instruction Program. Journal Of Special Education Technology, 25(3), 49-63.
Nagra, K. A., & Coiffe, D. J. (2010). Management of Online Tutorials: A Model for a Step-by-Step Approach. Journal Of The Library Administration & Management Section, 7(1), 4-17.
O'Sullivan, T. P., & Hargaden, G. C. (2014). Using Structure-Based Organic Chemistry Online Tutorials with Automated Correction for Student Practice and Review. Journal Of Chemical Education, 91(11), 1851-1854.
Rapchak, M. E. (2017). Is Your Tutorial Pretty or Pretty Useless? Creating Effective Tutorials with the Principles of Multimedia Learning. Journal Of Library & Information Services In Distance Learning, 11(1-2), 68-76.
Roehl, A., Reddy, S., & Shannon, G. (2013). The flipped classroom: An opportunity to engage Millennial students through active learning strategies. Journal of Family & Consumer Sciences, 105(2), 44-49
Sanchez, R. P., Bartel, C. M., Brown, E., & DeRosier, M. (2014). The acceptability and efficacy of an intelligent social tutoring system. Computers & Education, 78, 321-332.
M. P. Schmidt, Stacy & L. Ralph, David. (2016). The Flipped Classroom: A Twist On Teaching. Contemporary Issues in Education Research(CIER).(added resource by Dandrea)
Stonebraker, I., Robertshaw, M. B., & Moss, J. D., (2016). Student See Versus Student Do: A Comparative Study of Two Online Tutorials. TechTrends, 60(2), 176-182
Walters, K., Bolich, C., Duffy, D., Quinn, C., Walsh, K., & Connolly, S. (2015). Developing Online Tutorials to Improve Information Literacy Skills for Second-Year Nursing Students of University College Dublin. New Review Of Academic Librarianship, 21(1), 7-29.
Wang, D., Han, H., Zhan, Z., Xu, J., Liu, Q., & Guangjie Ren, G. (2015). A problem solving oriented intelligent tutoring system to improve students' acquisition of basic computer skills. Computers & Education, 81, 102-112.
Introduction: Ann Libo-on Theme 1 & Advanced organizer: Jennifer Garcia Theme 2 & Advanced organizer: Kirk Baughfman Theme 3: April Cregg and Dara Marzolo
Authors:
Kirk Baughfman
April Cregg
Jennifer Garcia
Ann Libo-on
Dara Marzolo
Table of Contents
I. Introduction
A. Definition and Description of Tutorial
Tutorial software, by definition, fulfills the purpose of presenting information or modeling skills. Tutorials guide the learner through the initial use of this information and or use of the modeled skills (Alessi & Trollip, 2001). Tutorials have clear objectives in what they are conveying to the learner, typically following a clear structure in a sequence or cycle. Most tutorials feature an introductory section, then presents the information, before engaging the learner in a question and response phase. Tutorials often evaluate the learner by judging their response, offering feedback and assessing whether or not the learner requires remediation. The mastery demonstrated by the learner dictates whether or not they close the program or repeat treatment. This rigid sequence allows for predictability regarding the measurable outcomes for the learner; mastery of the delivered content is dependent on the learner's progress, and the user can move back and forth within the program until they are ready to close.This simple design allows for developers to create programs that expand on the tutorial's structure, allowing educators to have a tool that can be customized to a variety of content. Tutorial software can be developed for all kinds of learners, so long as the tutorial serves a particular purpose and keeps its goals visible to its user. Tutorials must be deliberate as they can allow access to many kinds of distance education learners. From teaching social skills to adolescent students to delivering professional degree curriculum, tutorials can be a powerful tool for the educator (Sanchez, Bartel, Brown, & DeRosier, 2014; Walters, Bolich, Duffy, Quinn, Walsh, & Connolly, 2015). Tutorials are highly customizable in that developers can create smarter programs that follow the structure of typical tutorials, but present the information in a game format or have adaptive capabilities which feature more complex AI which can provide more personalized feedback to the user after the tutorial judgment phase. These advanced tutorial programs are usually presented as more of an intelligent tutoring system which is especially useful for remediating students in collegiate level courses (Wang, Han, Zhan, Xu, Liu & Guangjie Ren, 2015). Researchers suggest, however, that tutorials are not to be the sole delivery system of information for a learner as tutorials are not suitable for extended practice or assessment of learning (Alessi & Trollip, 2001).
This wiki examines three themes found in reviewing the literature that investigates tutorials: its design and development, its benefits, and its best practices. Educators looking to add tutorials to their toolbox should take a closer look at their development and design to ascertain their effectiveness in a given situation. Tutorials, after all, must serve a specific purpose and may not always be appropriate. However, tutorials are available in a variety of ways and are continually improving; by investigating their development and evolution, educators can then start to see where they may be most appropriate. There are several benefits to using tutorials, and as stated before, these benefits can reach a variety of audiences. All in all, it is important to consider what practices are most impactful to producing these benefits for the learner.
II. Theme One: Tutorial Development and Design
One of the themes that became apparent in the literature review was the process for developing and designing a tutorial software for it to be effective. The author of the program will have to research the audience, the purpose for the tutorial software, learning styles and approach to use in order for the content to be taught. Once the development phase has been researched, the author needs to design the tutorial by incorporating hypermedia and modules. Therefore the following theme will discuss the structure to follow when developing tutorials and the two design principles to implement in a tutorial software.
A. Development of Tutorials
Before developing a tutorial software, the author of the program needs to do an extensive research on the audience and the purpose for the creation of the program. Walters et al. (2015) conducted a study to determine how to develop a tutorial software for second year nursing students from the University College Dublin (UCD). Once they determined their audience, second-year nursing students, Walters et al. (2015) had to investigate the purpose for the creation of the tutorial. They conducted various interviews with UCD second year students, the Academic Coordinator of the Nursing Program, UCD Library staff, and the Health Sciences Librarian (Walters et al., 2015, p. 5). Walters et al. (2015) study results showed that students needed help with writing skills and conducting research online (pp. 4-7). Overall, the first step to developing a software program is to do an extensive research that will help the author understand their audience and the purpose for the creation of the tutorial, in order to focus on the areas of improvement.Once the audience and purpose have been identified, the author needs to determine the learning style and approach one is to use in the tutorial software in order for content to be taught and learning to be effective. Rapchak (2017) conducted a study that evaluated the development and design of tutorials created for instruction in libraries. She determined that in a tutorial software “understanding how people learn is the first step toward creating effective learning” (Rapchak, 2017, p.3). The author of the program needs to take into consideration that not everyone is able to learn the same. According to Nagra and Coiffe (2010), effective online tutorial softwares reach different populations such as visual learners, non-verbal learners, auditory learners, and kinesthetic learners (pp. 4-5). Therefore, if one is to create a tutorial software, different instructional methods need to be used to fit the needs of all learners. As for learning approach, Rapchak (2010) and Walters et al. (2015) discussed that the ideal learning approach to take when developing a tutorial software is to create a software that allows for students to think critically and apply their new knowledge on scenarios to practice. An example was seen in Walters et al. (2015) study which made nursing students apply their knowledge on fictitious patients. It is apparent in the research that learning styles and learning approach need to be developed to make content beneficial and understanding to all students.
B. Design of Tutorials
Once the audience, purpose, and learning approach has been researched, the author of the program needs to start designing the tutorial software. In order for a tutorial software to be effective there are two design elements that the author needs to take into consideration. One is to develop a tutorial software that has hypermedia such as text, images, sound, video clips in order to get to all learners. According to Rapchak (2017) “more learning occurs when both pictures and words are used for instruction (p.3). Using pictures and words will allow for various learners to understand and retain the information, especially those who are visual learners. Besides images, audio elements are very important in a tutorial software to assist those students who are auditory learners. Walters et al. (2015) decided to incorporate audio elements in the tutorial software, when it came to their attention that the old software program was not helping those particular students (pp. 14-16). Rapchak (2017) also believes that audio is necessary in a tutorial software since learners are able to process and understand the content more effectively when both audio and visuals are present (p.5). But, audio should be limited, because it can become ineffective if the content and the audio offer the same information. Hypermedia can assist with making the content accessible to all learners.The next step is to develop a tutorial where students are able to practice the skills/knowledge they have learned from the tutorial software. Brill and Park (2011) evaluated the effectiveness of PBJ online technology training tutorials for faculty, staff and students (p.1). Results from archival data and surveys concluded that students found the online tutorials effective because they were able to practice their understanding with scenarios provided (p. 11). One participant explained, “the element of practice is especially well done, it has abundant and varied opportunities” (Brill & Park, 2011, p.11). The same results were seen in an Organic Chemistry online tutorial study conducted by Sullivan and Hargaden (2014). The researchers (O’Sullivan & Hargaden, 2014) wanted to create a tutorial software where students would be able to practice problem solving skills by drawing chemical structures instead of only practicing those structures in class. Therefore, with the help of MarvinSketch and SMILES algorithm, students were able to practice various skills that allowed them to create their own structure and get feedback of their response at the same time. The survey results from the pharmacy students concluded that “93% either agreed or strongly agreed that it was a beneficial learning experience…Additionally, 84% agreed that the above approach was a useful revision tool” (O’Sullivan & Hargaden, 2014, pp.3-4). Providing the audience with examples to practice, would be very beneficial towards their learning.
III. Theme Two: Benefits
When deciding to use any particular tool to help students learn, a teacher must always ask themselves whether or not that tool is worth using. This stems to any particular piece of technology, regardless if it is hardware or software. There are many ways to evaluate the benefits of technology, and here one may discover the benefits behind the use of tutorial programs in particular. These include pacing, practice, reaching different audiences and an overall increase in student achievement across all age levels.
A. Pacing and Practice
Information presented in tutorial programs are meant to engage students based on the specific needs of a course. There is no limit to how many topics tutorials can cover, but they do follow one main trend, accessibility. The way this functions are based upon the individual designs each tutorial has, but they do keep a general rule in place to assist learners; pacing and practice needs to meet the demands of user. Burrmann and Moore (2013) discuss how important it is for individual students to choose when to move on in their use of the tutorials. “This enables students to work through extra problems if they feel the need to strengthen an understanding of a concept or to avoid these extra problems if the students feel that they have a thorough comprehension of a particular topic” (Burrmann & Moore, 2013, p. 1623). Burrmann and Moore (2013) recognize that individual students will be able to grasp certain portions of content quicker than others, and need to be provided the ability to move on. Conversely, if a student is having more difficulty with a topic, or wants to make sure they understand what they learned, they can practice content until they fully understand what they are learning. Rapchak (2017) explores this thought as well, concluding that students that are more knowledgeable with particular content may be negatively impacted by over exposure to information, as it slows their learning down. It is necessary for learners to move at their own pace, and practice concepts just enough to where they are comfortable to move on individually.B. Audience
Every classroom has a unique set of learners, such as students with special needs or struggling, underperforming learners. Tutorials have the ability to reach all students and engage them in a personal setting. Meyen and Greer (2010) set out to discover just how this can affect special needs learners. They focused on the application of Blending Assessment with Instruction Program (BAIP) model, which used online tutorials as a tool to assist in instruction in classes that taught subjects such as mathematics (Meyen & Greer, 2010). The use of tutorials assisted teachers using this model in rapidly identifying students that were struggling. “The tutorial system provides teachers with an easy way to gauge student understanding of mathematics knowledge and skills. (Meyen & Greer, 2010, p. 54)” In addition, this helped teachers collect data to drive instruction (Meyen & Greer, 2010). The information gained from this two year study showed the potential of the BAIP model, and the tools used with it, such as tutorials, in assisting special education teaching. While Meyen and Greer (2010) discuss how they will continue their research, they do specify that it takes more than just a teacher or one specific resource to help teach. Together, they can greatly enhance the learning of all students (Meyen & Greer, 2010).C. Achievement
The ability for tutorials to help different students interact with content at their own pace appears to be a great benefit, it can also be seen as an inefficient use of resources if they are not learning. Teachers evaluate the learning of their students through various assessments. Data indicates that students that have had their learning supported through the use of tutorials have shown an increase in achievement. Kara and Yesilyurt (2008) conducted research to specifically identify if this was the case. They observed three 9th grade biology classrooms, one with traditional teaching strategies, one with edutainment software and one with tutorials. Pre and post assessments were given to all students. Their findings showed that the class that used tutorials had higher scores than the two that did not (Kara & Yesilyurt, 2008). Another study conducted by Stonebraker, Robertshaw and Moss (2016) have similar findings. They used two undergraduate classes, one that watched a video tutorial and one that used an online interactive tutorial, to determine which methods was more effective at helping students learn. When quizzed after using either watching the video or using the interactive tutorial, those who had used the interactive resource scored higher than those who did not (Stonebraker et al, 2016). This indicates that the more interactive a tutorial is, the greater achievement benefits there are for learners.IV. Theme Three: Best Practices in Implementing Tutorials
The benefits to tutorials in the classroom are numerous. Using tutorials can enhance the standard classroom experience and help to improve knowledge retention and recall (Pappas, 2017). When implemented effectively, tutorials have the ability to reach all learners, such as those with disabilities (Meyen & Greer, 2010). It is important, however to ensure tutorials are used not to replace the teacher, but as a tool to enhance and supplement instruction.
A. Using 21st Century Practices to Reach Different Learning Styles
More and more, technology is implemented in constructivist learning environments, and will allow learners to construct their own meaning through interactions with meaningful activities (Bollinger & Supanakorn, 2011). Tutorials that employ active learning, whether it be through online quizzes, review questions, or activities that provide opportunities for learner engagement, support this style of learning (Dewald, 1999). In addition to allowing the learner to be self-directed, effective online tutorials reach many learners and many learning styles (Bollinger & Supanakorn, 2011). Using headphones and viewing the videos on one’s own device allows for virtual one-on-one instruction, which puts the user in control (Hopper, 2016). For visual learners, tutorials offer a way for the user to view lessons at their own pace. They can either slow down or speed up topics depending on their comfort with the current subject matter. (Herman, 2014). For the hands on learner, tutorials offer a way for a student to reinforce learning by interacting with technology as an alternative to sitting and listening to a traditional lecture.
B. Flipped Classrooms
21st century learning styles have changed with the widespread use of technology, especially amongst Millennials. Millennials are described as those who were born between 1982 and 2002. Also known as “digital natives”, these individuals, according to Roehl, Reddy, and Shannon (2013), have a learning style that has a “preference for environments that support multitasking, and gravitation toward group activity and appreciation of the social aspects of learning” (p.45). The flipped model classroom is conducive to this style. For example, if an online tutorial is accessible anywhere with internet access it can be implemented in various locations outside of school. Class time previously used for instruction, can now be spent on group collaboration, or one on one assistance by the instructor. In addition, tutorials can be assigned for homework, or to allow students extra practice and review before a test (Hopper, 2016). Tutorial features such as pause and rewind also assist the learner in reviewing information, especially if a task or activity requires step by step procedures (Hopper, 2016). Such convenience gives the learner the opportunity to manage his or her learning at a pace that is optimal, and permits active learning and interaction with peers in the classroom (Roehl, et al, 2013).V. Resources/ Links
1) Flipped Classrooms Guide This website is helpful to educators because it gives examples of different types of flipped classrooms as well as benefits, tools, and additional resources.
2) TenMarks This website is a math resource where students complete teacher designated standards based assignments. The website offers hints and tutorials for students who are struggling and assigns "amplifier" assignments for students who scored low on an assignment and need reteaching. Scores are relayed to the teacher through the teacher interface.
3) Khan Academy This website allows students to watch standards based math video tutorials and practice what they have been learning.
4) Learn Zillion https://learnzillion.com/landing This website is great for elementary students. It allows students to watch kid-friendly tutorials in Math and Language Arts(added by Dandrea Safford)
5) Imagine Learning http://www.imaginelearning.com/This website is a great English Language Arts drill and practice that is kid-friendly. Students are engaged in watching lessons and then completing reading comprehension and vocabulary drills to help improve literacy.(added by Dandrea Safford)
6) Lynda.com https://www.lynda.com/Educational-Technology-training-tutorials/1794-0.html This website provide teachers to learn what educational technology has to offer. (added by June Choi)
7) Duolingo.com This language learning platform includes a language learning website and app to give learners to access to a private tutoring experience. (added by June Choi)
VI. References
Alessi, S. M., & Trollip, S. R. (2001). Multimedia for learning: methods and development. Boston: Allyn and Bacon.
Bollinger, D., & Supanakorn, S. (2011). Learning styles and student perceptions of the use of interactive online tutorials. British Journal of Educational Technology, 42(3), 470-481
Brill, J., & Park, Y. (2011). Evaluating Online Tutorials for University Faculty, Staff, and Students: The Contribution of Just-in-Time Online Resources to Learning and Performance. International Journal On E-Learning, 10(1), 5-26.
Burrmann, N. J., & Moore, J. W. (2013). Development of a web-based, student-centered stereochemistry tutorial. Journal of Chemical Education, 90, 1622-1625. Retrieved from https://pubs-acs-org.lib-proxy.fullerton.edu/doi/pdf/10.1021/ed300744s
Dewald, N. (1999). Transporting good library instruction practices into the web environment: An analysis of online tutorials. Journal of Academic Librarianship, 25(1), 26-31.
Herman, M. (2014). The Pros & Cons of Khan Academy. Magazine Thesis by General Academic. Retrieved from http://www.thesismag.com/2014/10/03/the-pros-cons-of-khan-academy/
Hopper, J. (2016). Digitizing the easel: Student perspectives on tutorial videos in the art classroom. Art Education 69(4), 23-28
Kara, Y., & Yesilyurt, S. (2008). Comparing the Impacts of Tutorial and Edutainment Software Programs on Students' Achievements, Misconceptions, and Attitudes towards Biology. Journal Of Science Education And Technology, 17(1), 32-41.
Lang, Guido (2016). The Relative Efficacy of Video and Text Tutorials in Online Computing Education. (n.d.). Retrieved from http://isedj.org/2016-14/n5/ISEDJv14n5p33.pdf (Added Resource by June Choi)
Meyen, E. L., & Greer, D. L. (2010). Applying Technology to Enhance STEM Achievement for Students with Disabilities: The Blending Assessment with Instruction Program. Journal Of Special Education Technology, 25(3), 49-63.
Nagra, K. A., & Coiffe, D. J. (2010). Management of Online Tutorials: A Model for a Step-by-Step Approach. Journal Of The Library Administration & Management Section, 7(1), 4-17.
O'Sullivan, T. P., & Hargaden, G. C. (2014). Using Structure-Based Organic Chemistry Online Tutorials with Automated Correction for Student Practice and Review. Journal Of Chemical Education, 91(11), 1851-1854.
Rapchak, M. E. (2017). Is Your Tutorial Pretty or Pretty Useless? Creating Effective Tutorials with the Principles of Multimedia Learning. Journal Of Library & Information Services In Distance Learning, 11(1-2), 68-76.
Roehl, A., Reddy, S., & Shannon, G. (2013). The flipped classroom: An opportunity to engage Millennial students through active learning strategies. Journal of Family & Consumer Sciences, 105(2), 44-49
Sanchez, R. P., Bartel, C. M., Brown, E., & DeRosier, M. (2014). The acceptability and efficacy of an intelligent social tutoring system. Computers & Education, 78, 321-332.
M. P. Schmidt, Stacy & L. Ralph, David. (2016). The Flipped Classroom: A Twist On Teaching. Contemporary Issues in Education Research(CIER).(added resource by Dandrea)
Stonebraker, I., Robertshaw, M. B., & Moss, J. D., (2016). Student See Versus Student Do: A Comparative Study of Two Online Tutorials. TechTrends, 60(2), 176-182
Walters, K., Bolich, C., Duffy, D., Quinn, C., Walsh, K., & Connolly, S. (2015). Developing Online Tutorials to Improve Information Literacy Skills for Second-Year Nursing Students of University College Dublin. New Review Of Academic Librarianship, 21(1), 7-29.
Wang, D., Han, H., Zhan, Z., Xu, J., Liu, Q., & Guangjie Ren, G. (2015). A problem solving oriented intelligent tutoring system to improve students' acquisition of basic computer skills. Computers & Education, 81, 102-112.
Introduction: Ann Libo-on
Theme 1 & Advanced organizer: Jennifer Garcia
Theme 2 & Advanced organizer: Kirk Baughfman
Theme 3: April Cregg and Dara Marzolo